Please feel free to change things as you see fit. Please choose a colour to revise in though so we know who has done what. Thanks for getting the ball rolling Karen!
Andrea's revisions are in red
Melinda's revisions are in green Justine's revisions are in blue Narelle's revisions are in pink Damien's revisions are in Cyan
Unit titl e: Gold rush Host content areas: SOSE / Integrated Studies (maybe should be Humanities), ICT, Literacy and Inter personal learning Understandings: Who are the people of the gold rush and where did they come from? Teaching staff: Year level: 3-4
Stage of unit
Purpose
Resources, preparation
Sequence of activities
Grouping
Strategies and skills
Lesson 1 50 minutes
Tuning in
Karen Mac
Literacy
Andrea’s revisions
To gain an understanding of students previous knowledge of the Gold Rush.
To encourage students to share information and to help them to start thinking about the bigger picture of the gold rush and its people.
Large sheet of paper for poster (KWL)*
KWL to be placed in prominent position in classroom throughout all 4 lessons.
The Learning Federation : Gold Rush Level 1
15 minutes
Brainstorm with the students about any information that they may know about the people of the gold rush. Eg What does the term Gold Rush mean?
When and where was the gold rush?
Who were the different people of the gold rush? What did they find interesting at Sovereign Hill? Using an i river 10 (audio recording device) record brain storming session so students can listen and review from the recording.
10 minutes
After the gold rush activity, students to open a Word document or Power Point to start compiling information and asking questions.
Whole class reflection and discussion on what they now know and what they find interesting.
Whole class
Working in pairs for The Learning Federation activity
Speaking and listening. Students listen to others and respond appropriately to what has been said. (VELS, 2006)
Students are encouraged to make notes during the class.
Lesson 2 50 minutes
Personal Learning/ SOSE
Karen Mac
To be actively involved in seeking out information on the people of the gold rush
· Where were the people from?
· When did they get there? How did they get here. Transportation, etc.
Also, how long did it take for the various people to get here? For example, people from Asia compared to the North Americans and Europeans. What did they do after the goldrush? - could this be an extension question in lesson 4. I think so. Did they settle here permanently or travel back to their respected countries?
WWW
Library books
Map of the world
Photos taken at Sovereign Hill
10 minute discussion about what we know about where the people came from.
Mark on the map where people came from. Students could come up in front of the class and mark the map themselves.
This could be done using an interactive whiteboard. An activity could be to get students to highlight their own person that they are researching and highlight that on the map.
Students to make a graph to show where the people came from.
I think one would be enough map or graph- these are only grade 3 and 4's.
Whole class
At Level 3, students cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task. (VELS, 2006)
Lesson 3 50 minutes
Consolidating
ICT – computer lab Melinda's revisions
Civics and citizneship
English
To begin explore the community/ social structure of the gold fields. - the gold fields as a community of people
To further develop planning and organsational skill for writing.
Video footage from scootle and podcast will add tomorrow
Discuss with children the different people that they encountered from S.H.
Encourage a brain storm activity where students can look at who would be in this specific community and what they would do. What kind of governmental structure did they have? What reflection did this have on the community?
Introduce task. Recall letter writing skills with children.
Students to write a brief portrait - point form of a member of that community. This becomes part of planning for letter.
Write a letter home (across the seas?) to a member of the family drawing on what they know and understand of the character etc. Would the letter be in first person i.e. in the shoes of the member of the community? What type of written text could this be? Recount?
Sharing time - allow some student to share letters.
Whole Class
Individual
Whole Class
They learn about the contributions that people from diverse groups have made to many aspects of the Australian way of life(VELS level 3, 2008, p.25)
Students learn about some key events which contributed to the developemtn of the Austraian nation (VELS level 3, 2008, p. 26).
They describe some of the roles and purposes of groups in the community (VELS level 3, 2008, p. 28).
Students write texts containing several logically ordered paraghraphs (VELS level 3, 2008, p. 40).
Lesson 4 50 minutes
Expanding
Andrea’s revisions
ARTS
To make a model of where people lived during the Gold Rush.
I don’t think the 50 minute timeframe is long enough to accomplish this. Could they perhaps be sent home with this as a project to present in this final lesson?
I like that idea Andrea and it is also a good thing to let the early finishers do!! How about designing/building a model, working out what it could look like and what they would need. The building could be done in later lessons, once they have gathered the materials. I think that’s a great idea and it could possibly work by the students showing off their works with the visual art teacher during their lessons.
Did each nationality have different types of homes?
Sharing of new understandings.
Modelling clay
Sticks
Fabric
Graph paper, plain paper, maybe a computer graphics programme of some sort as there needs to be a IT resource.
there doesn't have to be ICT in every lesson.
this is an integrated unit of work.
Brainstorm about the different sort of structures. Tents, mud houses etc.
Build a model. 20 minutes share time to reflect on learning and understandings.
Sharing time may need to be shorter, depending on brainstormimg time and design/planning time.
Whole class
Pairs
Pairs and small groups .
If pairs and small groups the gathering materials can be done at home but building should be at school.
Students create and present works in a range of arts forms that communicate experiences, ideas, concepts, observations and feelings(VELS, 2006)
*KWL = K now, W ants to know and has L earnt We will be assuming that the students have used this type of activity before.
Thanks for getting the ball rolling Karen!
Andrea's revisions are in red
Melinda's revisions are in green
Justine's revisions are in blue
Narelle's revisions are in pink
Damien's revisions are in Cyan
Host content areas: SOSE / Integrated Studies (maybe should be Humanities), ICT, Literacy and Inter personal learning
Understandings: Who are the people of the gold rush and where did they come from?
Teaching staff:
Year level: 3-4
Tuning in
Karen Mac
Literacy
Andrea’s revisions
To encourage students to share information and to help them to start thinking about the bigger picture of the gold rush and its people.
KWL to be placed in prominent position in classroom throughout all 4 lessons.
The Learning Federation : Gold Rush Level 1
Brainstorm with the students about any information that they may know about the people of the gold rush.
Eg What does the term Gold Rush mean?
When and where was the gold rush?
Who were the different people of the gold rush?
What did they find interesting at Sovereign Hill?
Using an i river 10 (audio recording device) record brain storming session so students can listen and review from the recording.
10 minutes
After the gold rush activity, students to open a Word document or Power Point to start compiling information and asking questions.
Whole class reflection and discussion on what they now know and what they find interesting.
Working in pairs for The Learning Federation activity
Students are encouraged to make notes during the class.
Personal Learning/ SOSE
Karen Mac
· Where were the people from?
· When did they get there?
How did they get here. Transportation, etc.
Also, how long did it take for the various people to get here? For example, people from Asia compared to the North Americans and Europeans.
What did they do after the goldrush? - could this be an extension question in lesson 4. I think so. Did they settle here permanently or travel back to their respected countries?
Library books
Map of the world
Photos taken at Sovereign Hill
Mark on the map where people came from. Students could come up in front of the class and mark the map themselves.
This could be done using an interactive whiteboard. An activity could be to get students to highlight their own person that they are researching and highlight that on the map.
Students to make a graph to show where the people came from.
I think one would be enough map or graph- these are only grade 3 and 4's.
Consolidating
ICT – computer lab
Melinda's revisions
Civics and citizneship
English
To further develop planning and organsational skill for writing.
will add tomorrow
Encourage a brain storm activity where students can look at who would be in this specific community and what they would do. What kind of governmental structure did they have? What reflection did this have on the community?
Introduce task. Recall letter writing skills with children.
Students to write a brief portrait - point form of a member of that community. This becomes part of planning for letter.
Write a letter home (across the seas?) to a member of the family drawing on what they know and understand of the character etc. Would the letter be in first person i.e. in the shoes of the member of the community? What type of written text could this be? Recount?
Sharing time - allow some student to share letters.
Individual
Whole Class
Students learn about some key events which contributed to the developemtn of the Austraian nation (VELS level 3, 2008, p. 26).
They describe some of the roles and purposes of groups in the community (VELS level 3, 2008, p. 28).
Students write texts containing several logically ordered paraghraphs (VELS level 3, 2008, p. 40).
Expanding
Andrea’s revisions
ARTS
I don’t think the 50 minute timeframe is long enough to accomplish this. Could they perhaps be sent home with this as a project to present in this final lesson?
I like that idea Andrea and it is also a good thing to let the early finishers do!!
How about designing/building a model, working out what it could look like and what they would need. The building could be done in later lessons, once they have gathered the materials. I think that’s a great idea and it could possibly work by the students showing off their works with the visual art teacher during their lessons.
Did each nationality have different types of homes?
Sharing of new understandings.
Sticks
Fabric
Graph paper, plain paper, maybe a computer graphics programme of some sort as there needs to be a IT resource.
there doesn't have to be ICT in every lesson.
this is an integrated unit of work.
Build a model.
20 minutes share time to reflect on learning and understandings.
Sharing time may need to be shorter, depending on brainstormimg time and design/planning time.
Pairs
Pairs and small groups .
If pairs and small groups the gathering materials can be done at home but building should be at school.